Course Syllabus

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 Interprofessional Education 

Course Syllabus

 

Course Instructor

Karla Salamanca, MRC, CRC

Fellow, Interprofessional Fellowship in Psychosocial Rehabilitation and Recovery Oriented Services, VA San Diego Healthcare System/ University California San Diego, San Diego, California. (AY 20-21)

Graduate Student Fellow, College of Health Sciences Student Fellow for Interprofessional Collaborative Practice, The University of Texas at El Paso, El Paso, Texas. (AY 19-20 )

 

Course Description

 The development of faculty members has been identified as a key factor supporting the success of Interprofessional Education (IPE) and Interprofessional Collaboration (IPC) initiatives. Learners involved in this program will review and demonstrate an understanding of historical literature in IPE as well as current research updates and issues, competencies in Interprofessional Collaborative Practice (IPCP), and application and theoretical frameworks and taxonomies in relation to IPE. Additionally, learners will review, demonstrate, examine, plan and evaluate explicit teaching and facilitation skills in IPE, qualitative and quantitative evidence-based measurement tools that are available in the field of IPE and IPC through a variety of learning methods including interactive videos, review, and comprehension of scientific literature, completion of individual and virtual (large and small) group activities, formative and summative assessments.

The overall goal of this course is to improve and advocate for the strategic use of IPE practices and mechanisms; to become role models in IPCP. By "intentionally working together," the learners will highlight the value of IPE to the teaching and learning processes, and share evidence-based and IPE-based teaching methods and tools.

The IPE Course consists of nine modules and four teleconferences. Learners are expected to study the assigned modules prior to class, attend class, and to participate actively in classroom discussions and activities. Class time will be used to review and emphasize points, to elicit critical analysis and reflection, and to explore potential applications of the material in IPE and IPCP. 

 

Evaluation

 The learners will be assessed through a variety of evaluation methods, including pre-and post-test formative and summative assessment completion, formulation and delivery, and by participating and discussing thematic IPE elements during multiple formative online discussions via teleconferencing. Refer to the flowchart below.

 

Target Audience

 The learner audience is composed of a mix of faculty educators, clinical educators, and clinicians within the community of El Paso, Texas. The learners are current educators/faculty and staff employed by Texas Tech University Health Sciences Center El Paso schools of medicine, dentistry, biosciences, and nursing, as well as The University Medical Center (UMC) of El Paso nursing staff.

 

Capstone IPE Project

 For faculty interested in IPE, there will be an opportunity to design and implement a capstone project, which will count as a research/scholarship project. Mentorship and evaluation will be provided. Refer to the information in a separate worksheet.

 

IPE_Syllabus_Image.jpg

 

IPE Course Outline

Teaching Block

 

Module #1: Curriculum and Education Models in Inter-Professional Health Sciences Education

Learning Objectives:

  • Upon completion of this session, the participant should be able to:

    • Identify and apply collaboration-based, educational strategies, and activities.
    • Identify and apply collaboration-based, student-led activities.
    • Analyze and discuss previous professional experiences in the field of IPE.
    • Recognize and list at least two collaboration-based educational strategies, activities, or methods.

Suggested Readings:

  1. Engelson, B., L. Robinson, and D. Spence Coffey. 2020. Health professional education student volunteerism amid COVID-19: How a diverse, interprofessional team of health students created a volunteer model to support essential workers. NAM Perspectives.Discussion Paper. National Academy of Medicine. Washington, DC.  https//doi.org/10.31478/202007e
  2. Freeth, D. S., Hammick, M., Reeves, S., Koppel, I., & Barr, H. (2008). Effective interprofessional education: development, delivery, and evaluation. John Wiley & Sons.
  3. Gilbert, J. H., Yan, J., & Hoffman, S. J. (2010). A WHO report: framework for action on interprofessional education and collaborative practice. Journal of Allied Health, 39(3), 196-197.
  4. Kern DE, Thomas PA, Hughes MT. Curriculum development for medical education: a six-step approach. 2nd ed. Baltimore: The Johns Hopkins University Press; 2009.
  5. Michaelsen, L., & Richards, B. (2005). Commentary: drawing conclusions from the team-learning literature in health-sciences education: a commentary. Teaching and learning in medicine, 17(1), 85-88.
  6. Michaelsen LK, Sweet M, Parmelee DX. Team-based learning: small group learning's next big step. In: New Directions in Teaching and Learning; 2009. p. 2–27.
  7. Thomas, P. A., Kern, D. E., Hughes, M. T., & Chen, B. Y. (Eds.). Curriculum development for medical education: a six-step approach . JHU Press. (2016).
  8. World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice (No. WHO/HRH/HPN/10.3). World Health Organization.

 

Module #1 Resources: 

To learn more about IPE and collaborative practice, review the following links and multimedia:

 

Effective collaborative curricular models suggested readings and links:

  • Team-Based Learning

Michaelsen LK, Sweet M, Parmelee DX. Team-based learning: small group learning's next big step. In: New Directions in Teaching and Learning; 2009. p. 2–27.

https://www.teambasedlearning.org/

  • Scheme Inductive Reasoning / Clinical Presentation Approach

Mandin H, et al. Developing a "clinical presentation" curriculum at the University of Calgary. Acad Med. 1995;70(3):186–93.

  • Template for Cognitive Integration of Clinical and Basic Sciences

Nesic O, et al. Four clinical concepts: a template for cognitive integration of clinical and basic sciences. Med Sci Educ. 2015;25(4):483–8.

  • Virtual Patient Cases

Posel N, Mcgee JB, Fleiszer DM. Twelve tips to support the development of clinical reasoning skills using virtual patient cases. Med Teach. 2015;37(9):813–8.

  • Augmented Reality

Barsom EZ, Graafland M, Schijven MP. Systematic review on the effectiveness of augmented reality applications in medical training. Surg Endosc. 2016;30(10):4174–83 Kamphuis C, Barsom E, Schijven M, Christoph N. Augmented reality in medical education? Perspect Med Educ. 2014;3(4):300–11.

  • IoTFLiP: IoT-Based Flipped Learning Platform

Ali M, et al. IoTFLiP: IoT-based flipped learning platform for medical education. Digit Commun Netw. 2017;3(3):188–94.

  • Case-Based Learning System

Ali M, Han SC, Bilal HSM, Lee S, Kang MJY, Kang BH, et al. iCBLS: an interactive case-based learning system for medical education. Int J Med Inform. 2018;109:55–69. Kupesic Plavsic S, editor. Step by step case studies in obstetrics & gynecology. 1st ed. London: Jaypee Brothers Medical Publishers; 2014.

McLean S. F. (2016). Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature. Journal of medical education and curricular development, 3, JMECD.S20377. https://doi.org/10.4137/JMECD.S20377

  • Offline Digital Education for Medical Students

Kyaw BM, Posadzki P, Dunleavy G, Semwal M, Divakar U, Hervatis V, et al. Offline digital education for medical students: systematic review and meta-analysis by the digital health education collaboration. J Med Internet Res. 2019;21(3):e13165.

  • Discussion-Based Online Teaching

Bender T. Discussion-based online teaching to enhance student learning: theory, practice, and assessment, 1st edition. Sterling: Stylus Publishing; 2003.

 

 Module #2: IPE: Foundations and Landmark Report

Learning Objectives:

  • Illustrate and discuss the history of IPE over the past century.
  • Integrate IPE and IPCP that foster a safe, timely, effective, and equitable patient care environment.
  • Summarize and list competencies for practice as defined by the Interprofessional Education Collaborative (IPEC).

Suggested Readings:

  1. Dow AW, DiazGranados D, Mazmanian PE, Retchin SM. An exploratory study of an assessment tool derived from the competencies of the interprofessional education collaborative. J Interprof Care. 2014;28(4):299-304. doi:10.3109/13561820.2014.891573
  2. Dow, A. W., DiazGranados, D., Mazmanian, P. E., & Retchin, S. M. (2017, January 13). IPEC Competency Self-Assessment Tool. Retrieved August 04, 2020, from https://nexusipe.org/advancing/assessment-evaluation/ipec-competency-self-assessment-tool
  3. Englander, Robert, MD, MPH; Cameron, Terri, MA; Ballard, Adrian J.; Dodge, Jessica; Bull, Janet, MA; Aschenbrener, Carol A., MD Toward a Common Taxonomy of Competency Domains for the Health Professions and Competencies for Physicians, Academic Medicine: August 2013 - Volume 88 - Issue 8 - p 1088-1094 doi: 10.1097/ACM.0b013e31829a3b2b
  4. Freeth, D. S., Hammick, M., Reeves, S., Koppel, I., & Barr, H. (2008). Effective interprofessional education: development, delivery, and evaluation. John Wiley & Sons
  5. Gilbert, J. H., Yan, J., & Hoffman, S. J. (2010). A WHO report: framework for action on interprofessional education and collaborative practice. Journal of Allied Health, 39(3), 196-197.
  6. Health Professions Accreditors Collaborative. (2019). Guidance on developing quality interprofessional education for the health professions. Chicago, IL: Health Professions Accreditors Collaborative.
  7. Institute of Medicine (US) Committee on Quality of Health Care in America, Kohn LT, Corrigan JM, Donaldson MS, eds. To Err is Human: Building a Safer Health System. Washington (DC): National Academies Press (US); 2000.
  8. Institute of Medicine (US) Committee on Quality of Health Care in America. Crossing the Quality Chasm: A New Health System for the 21st Washington (DC): National Academies Press (US); 2001.
  9. Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative.
  10. Kirkpatrick DL. Evaluating Training Programs: The Four Levels. 2nd ed. San Francisco, CA: Berrett-Koehler; 1998.
  11. Lockeman, K.S., Dow, A.W., DiasGrandos, D., McNeilly, D.P., Nickol, D., Koehn, M.L. & Knab, M.S. (2016).  Refinement of the IPEC Competency Self-Assessment Survey: results from a multi-institutional study.  J Interprof Care, 30(6): 726-731.
  12. Yan J, Gilbert JH, Hoffman SJ. World Health Organization Study Group on Interprofessional Education and Collaborative Practice. J Interprof Care. 2007;21(6):588-589. Doi:10.1080/13561820701775830
  13. World Health Organization (WHO) (2006) Working Together for Health: The World Health Report 2006. Geneva: WHO.
  14. World Health Organization (Ed.). (2010). Framework for action on interprofessional education and collaborative practice (Rep. No. WHO/HRH/HPN/10.3). doi:https://apps.who.int/iris/bitstream/handle/10665/70185/WHO_HRH_HPN_10.3_jpn.pdf

Module #2 Resources:

 

Module #3: Theoretical Frameworks and Taxonomies in IPE

Learning Objectives:

  • Identify and compare theoretical frameworks and taxonomies in IPE and difficulties associated with translating knowledge to clinical practice.
  • Categorize the best-practice frameworks and taxonomies in IPE. 
  • Illustrate a possible application of framework and taxonomies within their professional practice.

Suggested Readings:

  1. Ankam, N.S., Levinson, M., Jerpbak, C.M., Collins, L., Umland, E.M., Kern, S.B., Egger, S., Lucatorto, K., Covelman, K., & Koeuth, S. (2013). A Common Language for Interprofessional Education: The World Health Organization's International Classification of Functioning, Disability, and Health (ICF).
  2. Danielson, J., & Willgerodt, M. (2018). Building a theoretically grounded, curricular framework for successful interprofessional education. American Journal of Pharmaceutical Education, 82(10).
  3. D'Amour, D., Ferrada-Videla, M., San Martin Rodriguez, L., & Beaulieu, M. D. (2005). The conceptual basis for interprofessional collaboration: core concepts and theoretical frameworks. Journal of interprofessional care, 19(sup1), 116-131.
  4. Freeth, D. S., Hammick, M., Reeves, S., Koppel, I., & Barr, H. (2008). Effective interprofessional education: development, delivery, and evaluation. John Wiley & Sons
  5. Gilbert, J. H., Yan, J., & Hoffman, S. J. (2010). A WHO report: framework for action on interprofessional education and collaborative practice. Journal of Allied Health, 39(3), 196-197.
  6. Kirkpatrick DL. Evaluating Training Programs: The Four Levels. 2nd ed. San Francisco, CA: Berrett-Koehler; 1998.
  7. Hammick, D. Freeth, I. Koppel, S. Reeves & H. Barr (2007) A best evidence systematic review of interprofessional education: BEME Guide no. 9, Medical Teacher, 29:8, 735-751, DOI: 10.1080/01421590701682576
  8. Reeves, S., Lewin, S., Espin, S., & Zwarenstein, M. (2011). Interprofessional teamwork for health and social care (Vol. 8). John Wiley & Sons.
  9. Reeves, Scott & Lewin, Simon & Espin, Sherry & Zwarenstein, Merrick. (2010). Interprofessional Teamwork in Health and Social Care. 10.1002/9781444325027.FMATTER.
  10. World Health Organization (Ed.). (2010). Framework for action on interprofessional education and collaborative practice (Rep. No. WHO/HRH/HPN/10.3). doi:https://apps.who.int/iris/bitstream/handle/10665/70185/WHO_HRH_HPN_10.3_jpn.pdf

Module #3 Resources

 

Module #4: IPE Readiness

Learning Objectives:

  • Know how to assess the need for IPE, and determine the steps to develop, coordinate and sustain the IPE program at a health sciences university.
  • Recognize and compare relevant library and health sciences informatics resources for interprofessional education (IPE) and collaboration (IPC).

 Suggested Readings:

  1. Guraya, S. Y., & Chen, S. (2019) . The impact and effectiveness of faculty development program in fostering the faculty’s knowledge, skills, and professional competence: A systematic review and meta-analysis. Saudi journal of biological sciences, 26(4), 688-697.
  2. Janke, R., & Rush, K. L. (2014). The academic librarian as co‐investigator on an interprofessional primary research team: a case study. Health Information & Libraries Journal, 31(2), 116-122.
  3. Ali, M. Y., & Gatiti, P. (2020). The COVID‐19 (Coronavirus) pandemic: reflections on the roles of librarians and information professionals. Health Information & Libraries Journal, 37(2), 158-162.

Module #4 Resources:

 

Module #5: Simulation in Healthcare: Modalities and IPE Integration

NOTE: Module #5 also provides credit for the "Clinical Skills/Simulation Block." You will need to decide if you want credit for the "Teaching Block" or the "Clinical Skills/Simulation Block."

Learning Objectives:

  • To present and apply basic education and formative concepts related to healthcare simulation education, principles, practices, and methodologies, including basics of partial task-trainer simulation, hybrid simulation, standardized patient simulation, high fidelity simulation, virtual reality, computer-based simulation, and the TeamSTEPPS medical simulation model.
  • To create and apply the summative evaluation method, termed the Objective Structured Clinical Examination (OSCE).
  • To understand, recognize and apply the steps of planning and implementing an OSCE.

Suggested Readings:

  1. Arch Virtual (Producer). (2020, July 17). VR Bone Fracture Reduction for Envision [Video file]. Retrieved August 09, 2020, from https://vimeo.com/283530106
  2. CAE Healthcare. (2020). Suspected COVID-19 Simulated Clinical Experience (SCE). Retrieved August 09, 2020, from https://caehealthcare.com/covid19/covid19-sce/?utm_source=healthysim
  3. Institute of Medicine (US) Committee on Quality of Health Care in America, Kohn LT, Corrigan JM, Donaldson MS, eds. To Err is Human: Building a Safer Health System. Washington (DC): National Academies Press (US); 2000.
  4. Institute of Medicine (US) Committee on Quality of Health Care in America. Crossing the Quality Chasm: A New Health System for the 21st century. Washington (DC): National Academies Press (US); 2001.
  5. Crawford SB, Monks SM, Mendez M, Quest D, Mulla ZD, Plavsic SK. A Simulation-Based Workshop to Improve Residents' Collaborative Clinical Practice. J Grad Med Educ. 2019;11(1):66-71. doi:10.4300/JGME-D-18-00209.1
  6. Khamis NN, Satava RM, Alnassar SA, Kern DE. A stepwise model for simulation-based curriculum development for clinical skills, a modification of the six-step approach. Surg Endosc. 2016;30(1):279-287. doi:10.1007/s00464-015-4206-x
  7. Kusnoor A, Gill AC, Hatfield CL, et al. An interprofessional standardized patient case for improving collaboration, shared accountability, and respect in teambased family discussions. MedEdPORTAL. 2019;15:10791.
  8. Lioce L. (Ed.), Lopreiato J. (Founding Ed.), Downing D., Chang T.P., Robertson J.M., Anderson M.,Diaz D.A., and Spain A.E. (Assoc. Eds.) and the Terminology and Concepts Working Group (2020), Healthcare Simulation Dictionary–Second Edition. Rockville, MD: Agency for Healthcare Research and Quality; January 2020. AHRQ Publication No. 20-0019. DOI: https://doi. org/10.23970/simulationv2.
  9. Mehay, R., & Burns, R. (2009). Miller’s Pyramid of Clinical Competence. The Essential handbook for GP training and education. London: Radcliffe Publishing Limited.
  10. Murdoch, N. L., Epp, S., & Vinek, J. (2017). Teaching and learning activities to educate nursing students for interprofessional collaboration: a scoping review. Journal of interprofessional care, 31(6), 744-753.
  11. Paige, JT, Garbee, DD, Qingzhao, Y, Vadym,R. Team Training of Inter-Professional Students (TTIPS) for improving teamwork.
  12. Paige JT, Kozmenko V, Yang T, et al. High-fidelity, simulation-based, interdisciplinary operating room team training at the point of care. Surg 2009; 145: 138–146.
  13. Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) (Producer). (2015, January 22). OR Team Training With Simulation Presented by John Paige, MD [Video file]. Retrieved August 1, 2020, from https://youtu.be/IGWS1rf2WxQ
  14. Tun, J. K., Alinier, G., Tang, J., & Kneebone, R. L. (2015). Redefining simulation fidelity for healthcare education. Simulation & Gaming, 46(2), 159-174.
  15. Vijay John Daniels, Debra Pugh. (2018) Twelve tips for developing an OSCE that measures what you want. Medical Teacher 40:12, pages 1208-1213.
  16. Welsch LA, Hoch J, Deal Poston R, Parodi VA & Akpinar-Elci M. (2018) Interprofessional education involving didactic TeamSTEPPS® and interactive healthcare simulation: A systematic review, Journal of Interprofessional Care, 32:6, 657-665, DOI: 10.1080/13561820.2018.1472069

Module #5 Resources:

MedEd Portal IPE Resource Site

UCLA Interprofessional Education Tools Site

 

Research Block Teleconference

Seeking Medical Informatics Knowledge in IPE

Learning Objectives:

  • Recognize appropriate databases used in various healthcare specialties that participate in IPE and IPC.
  • Know the basics of medical informatics and library resources available.

Suggested Readings:

  1. Coe, Taylor M. MD; Jogerst, Kristen M. MD, MPH; Sell, Naomi M. MD, MHS; Cassidy, Douglas J. MD; Eurboonyanun, Chalerm MD; Gee, Denise MD; Phitayakorn, Roy MD, MHPE; Petrusa, Emil PhD Practical Techniques to Adapt Surgical Resident Education to the COVID-19 Era, Annals of Surgery: August 2020 - Volume 272 - Issue 2 - p e139-e141 doi: 10.1097/SLA.0000000000003993
  2. Gough, F., Budhrani, S., Cohn, E., Dappen, A., Leenknecht, C., Lewis, B., ... & Shanahan, T. J. (2015). ATA practice guidelines for live, on-demand primary and urgent care.  Telemedicine and e-Health, 21(3), 233-241.
  3. Govindarajan, R., Anderson, E. R., Hesselbrock, R. R., Madhavan, R., Moo, L. R., Mowzoon, N., ... & Vota, S. (2017). Developing an outline for teleneurology curriculum: AAN Telemedicine Work Group recommendations. Neurology, 89(9), 951-959.
  4. Konttila, J., Siira, H., Kyngäs, H., Lahtinen, M., Elo, S., Kääriäinen, M., ... & Utsumi, M. (2019 ). Healthcare professionals’ competence in digitalisation: A systematic review. Journal of clinical nursing, 28(5-6), 745-761.
  5. Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760–769.  https://doi.org/10.1037/0003-066X.63.8.760
  6. Totten, A. M., Womack, D. M., Eden, K. B., McDonagh, M. S., Griffin, J. C., Grusing, S., & Hersh, W. R. (2016). Telehealth: mapping the evidence for patient outcomes from systematic reviews.
  7. Other Resources

 

Research in IPE: Tools, Challenges, and Benefits

Learning Objectives:

  • Know evidence-based tools in IPE and IPC and ongoing research issues.
  • List evidence-based tools in IPE and IPC.
  • List factors associated with the current issues related to IPE and IPC.

Suggested Readings:

  1. Cox, M., Cuff, P., Brandt, B., Reeves, S., & Zierler, B. (2016). Measuring the impact of interprofessional education on collaborative practice and patient outcomes.
  2. Hammick, D. Freeth, I. Koppel, S. Reeves & H. Barr (2007) A best evidence systematic review of interprofessional education: BEME Guide no. 9, Medical Teacher, 29:8, 735-751, DOI: 10.1080/01421590701682576
  3. McFadyen, A. K., Webster, V. S., & Maclaren, W. M. (2006). The test-retest reliability of a revised version of the Readiness for Interprofessional Learning Scale (RIPLS). Journal of interprofessional care, 20(6), 633-639.
  4. O’Leary, N., & Boland, P. (2020). Organization and system theories in interprofessional research: a scoping review. Journal of Interprofessional Care, 34(1), 11-19.
  5. Other Resources:
  • Assessing Health Care Team Performance: A Review Of Tools and Evidence Supporting Their Use – Report
  • National Center for Interprofessional Practice and Evaluation – Assessment and Evaluation
  • Foundations Supporting Interprofessional Education

Gordon and Betty Moore Foundation  

Email: communications@moore.org

John A. Hartford Foundation

Phone: (212)832-7788

Josiah Marcy Jr. Foundation

Email: info@macyfoundation.org

Robert Wood Johnson Foundation

Grants Management Department Phone: (877) 843-RWJF (7953)

Grants website

 

Leadership Development Block Teleconference

Leadership Concepts and Applications for IPE  

Learning Objectives:

  • To discuss different leadership styles.
  • To know the difference between the verb leading and the noun leader.
  • To list and compare the qualities and attributes of effective leaders in IPE and inter-professional teams.
  • To document the importance of leadership and the differences in leadership in IPE and IPC.

 Suggested Readings:  

  1. Baylor College of Medicine (Producer). (2018, October 01). The Threads Among Us: Improving Interprofessional Civility and Empathy in Health Care Teams. [Video file]. Retrieved August 6, 2020, from https://youtu.be/qeD-s0tzGgQ
  2. Hall, L. W., & Zierler, B. K. (2015). Interprofessional education and practice guide no. 1: developing faculty to effectively facilitate interprofessional education. Journal of interprofessional care, 29(1), 3-7.
  3. Simon Sinek. (2010, May 4). How great leaders inspire action [Video]. YouTube. How great leaders inspire action | Simon Sinek
  4. Shrader, S., Mauldin, M., Hammad, S., Mitcham, M., & Blue, A. (2015). Developing a comprehensive faculty development program to promote interprofessional education, practice and research at a free-standing academic health science center. Journal of Interprofessional Care, 29(2), 165-167.
  5. Vogel, M. T., Blakeney, E. A. R., Willgerodt, M. A., Odegard, P. S., Johnson, E. L., Shrader, S., ... & Zierler, B. (2018). Interprofessional education and practice guide: interprofessional team writing to promote the dissemination of interprofessional education scholarship and products. Journal of interprofessional care.
  6. Whitaker, K. (Producer). (2013). BBC Radio 4. Archive on 4: Churchill’s Secret Cabinet. [Audio Documentary]. United Kingdom: BBC.
  7. Other Resources:

 

The Global Value of IPE Contributions

Learning Objectives:

  • To recall two important landmark reports in IPE and IPC.
  • To recall four IPEC competencies.
  • To recall important concepts related to the preparation of educational activities, including formative and summative assessments in IPE.
  • To recall two evidence-based measures in IPE and IPC.
  • To plan, describe, practice, justify, and complete a project that is related to IPE or IPC and present to the FDP participant group.
  • Other Resources:

https://www.mededportal.org/interprofessional-education

Alignment with National Standards

The Texas Tech University Health Sciences El Paso (TTUHSC) Office of Faculty Development has formally adopted the Interprofessional Education and Practice Competencies developed in 2011 and 2016 by the Interprofessional Education Collaborative (IPEC). These competencies align closely with the FD framework and curriculum and are noted below.

The IPEC Interprofessional Collaboration Competency Domain consists of four core competencies:

  1. Values and Ethics for Interprofessional Collaboration. Work with individuals of other professions to maintain a climate of mutual respect and shared values.

Values/Ethics Sub-Competencies:

VE1. Place interests of patients and populations at the center of interprofessional health care delivery and population health programs and policies, with the goal of promoting health and health equity across the life span.

VE2. Respect the dignity and privacy of patients while maintaining confidentiality in the delivery of team-based care.

VE3. Embrace the cultural diversity and individual differences that characterize patients, populations, and the health team.

VE4. Respect the unique cultures, values, roles/responsibilities, and expertise of other health professions and the impact these factors can have on health outcomes.

VE5. Work in cooperation with those who receive care, those who provide care, and others who contribute to or support the delivery of prevention and health services and programs.

VE6. Develop a trusting relationship with patients, families, and other team members (CIHC, 2010).

VE7. Demonstrate high standards of ethical conduct and quality of care in contributions to team-based care.

VE8. Manage ethical dilemmas specific to interprofessional patient/ population centered care situations.

VE9. Act with honesty and integrity in relationships with patients, families, communities, and other team members.

VE10. Maintain competence in one’s own profession appropriate to the scope of practice.

 

  1. Roles and Responsibilities. Use the knowledge of one’s own role and those of other professions to appropriately assess and address the health care needs of patients and to promote and advance the health of populations.

Roles and Responsibilities Sub-Competencies:

RR1. Communicate one’s roles and responsibilities clearly to patients, families, community members, and other professionals.

RR2. Recognize one’s limitations in skills, knowledge, and abilities.

RR3. Engage diverse professionals who complement one’s own professional expertise, as well as associated resources, to develop strategies to meet specific health and healthcare needs of patients and populations.

RR4. Explain the roles and responsibilities of other providers and how the team works together to provide care, promote health, and prevent disease.

RR5. Use the full scope of knowledge, skills, and abilities of professionals from health and other fields to provide care that is safe, timely, efficient, effective, and equitable.

RR6. Communicate with team members to clarify each member’s responsibility in executing components of a treatment plan or public health intervention.

RR7. Forge interdependent relationships with other professions within and outside of the health system to improve care and advance learning.

RR8. Engage in continuous professional and interprofessional development to enhance team performance and collaboration.

RR9. Use unique and complementary abilities of all members of the team to optimize health and patient care.

RR10. Describe how professionals in health and other fields can collaborate and integrate clinical care and public health interventions to optimize population health.

  1. Interprofessional Communication. Communicate with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease.

Interprofessional Communication Sub-competencies:

CC1. Choose effective communication tools and techniques, including information systems and communication technologies, to facilitate discussions and interactions that enhance team function.

CC2. Communicate information with patients, families, community members, and health team members in a form that is understandable, avoiding discipline-specific terminology when possible.

CC3. Express one’s knowledge and opinions to team members involved in patient care and population health improvement with confidence, clarity, and respect, working to ensure a common understanding of information, treatment, care decisions, and population health programs and policies.

CC4. Listen actively, and encourage ideas and opinions of other team members.

CC5. Give timely, sensitive, instructive feedback to others about their performance on the team, responding respectfully as a team member to feedback from others.

CC6. Use respectful language appropriate for a given difficult situation, crucial conversation, or conflict.

CC7. Recognize how one’s uniqueness (experience level, expertise, culture, power, and hierarchy within the health team) contributes to effective communication, conflict resolution, and positive interprofessional working relationships (University of Toronto, 2008).

CC8. Communicate the importance of teamwork in patient-centered care and population health programs and policies.

  1. Interprofessional Teamwork and Team-Based Care. Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/population centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable.

Team and Teamwork Sub-competencies:

TT1. Describe the process of team development and the roles and practices of effective teams

TT2. Develop consensus on the ethical principles to guide all aspects of team work.

TT3. Engage health and other professionals in shared patient-centered and population-focused problem-solving.

TT4. Integrate the knowledge and experience of health and other professions to inform health and care decisions, while respecting patient and community values and priorities/preferences for care.

TT5. Apply leadership practices that support collaborative practice and team effectiveness.

TT6. Engage self and others to constructively manage disagreements about values, roles, goals, and actions that arise among health and other professionals and with patients, families, and community members.

TT7. Share accountability with other professions, patients, and communities for outcomes relevant to prevention and health care.

TT8. Reflect on individual and team performance for individual, as well as team, performance improvement.

TT9. Use process improvement to increase effectiveness of interprofessional teamwork and team-based services, programs, and policies.

TT10. Use available evidence to inform effective teamwork and team-based practices.

TT11. Perform effectively on teams and in different team roles in a variety of settings.

  Accreditation Council for Continuing Medical Education (ACCME)

Interprofessional Standards

Criterion 23 – Members of interprofessional teams are engaged in the planning and delivery of interprofessional continuing education (IPCE).

Rationale: Interprofessional continuing education (IPCE) occurs when members from two or more professions learn with, from, and about each other to enable effective interprofessional collaborative practice and improve health outcomes. This criterion recognizes accredited providers that work collaboratively with multiple health professions to develop IPCE.

Criterion 37 – The provider demonstrates healthcare quality improvement.

Rationale: CME has an essential role in healthcare quality improvement. This criterion recognizes providers that demonstrate that their CME program contributes to improvements in processes of care or system performance.

ACCME is a co-founder of  Joint Accreditation for Interprofessional Continuing Education . Joint Accreditation promotes interprofessional continuing education (IPCE) activities specifically designed to improve interprofessional collaborative practice (IPCP) in health care delivery. 

Codes of Ethics

American College of Healthcare Executives, Code of Ethics

American Dental Association, 2B, 3F

American Medical Association, Chapter 10: Ethics of Interprofessional Relationships

American Nursing Association, Provisions 1.5, 2.3, 8.2

American Public Health Association, Code of Ethics

References

  • Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative.
  • ACCME Accreditation Requirements 626_20200430 p.3,4, 8.

IPE Course Content and Outline

 

Module

Format

Curriculum and Education Models in Interprofessional Health Science Education

Online Module 

 

Foundations in IPE: History and

Landmark Reports

Online Module 

 

Theoretical Frameworks and Taxonomies in IPE

Online Module 

Seeking Library Skills in IPE

Online Module and Teleconference

Seeking Medical Informatics Knowledge in IPE

 Teleconference
Research in IPE: Tools, Challenges and Benefits Teleconference

Simulation in Healthcare:

·         Part I:    Modalities and IPE integration

·         Part II:  OSCE 101: The Basics 

 

Online Module 

 

Leadership Concepts and Applications for IPE 

 

 

Teleconference

 

 

The Global Value of IPE Contributions  IPE

 

 Teleconference

 

 

Technical Requirements:

  • Internet access - preferably high speed (for accessing Canvas)
  • TTUHSC El Paso e-mail
  • Microsoft Office (download from TTUHSC El Paso eRaider)
  • WebEx (download from TTUHSC El Paso eRaider)
  • Adobe Reader (download from Adobe.com)
  • Flash Player (download from Adobe Flash Player)
  • Audio and video playing capabilities (for watching/listening to course content)
  • Web camera and microphone (for synchronous virtual meetings)
  • PDF app (scanning of hand written documentation for graded assignments)

 

Technical Skill Requirements:

  • Using a word processor
  • Using email for communication, attaching documents in email
  • Internet search engines and browsers
  • Familiarity with Canvas

Assignments and Grading:

  • For each module in the course, you will complete a Self-Check Quiz. You must score 80% on each quiz. You will have three attempts for each quiz.
  • 10-minute oral presentation via teleconference (date: December 2021; TBD)

 

Academic Dishonesty and Plagiarism

TTUHSC EP Institutional Student Handbook: Code of Professional and Academic Conduct 2020-2021

https://elpaso.ttuhsc.edu/studentservices/_documents/Institutional-Handbook-2020-2021.pdf  ; pages 17-20.

 

“Academic dishonesty” includes, but is not limited to, cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts, and any act designed to give unfair academic advantage to the learner (such as, but not limited to, submission of essentially the same assignment for two courses without the prior permission of the instructor) or the attempt to commit such an act. If a learner is involved in any form of academic misconduct and is proven that the action took place, the instructor may initiate a disciplinary action.

 

Special Needs (TTUHSC EP HSCEP OP: 77.14, Students with Disabilities ( https://elpaso.ttuhsc.edu/opp/_documents/77/op7714.pdf ) also HSCEP OP: Online and Distance Education https://elpaso.ttuhsc.edu/opp/_documents/59/op5902.pdf )

 

Any student who, because of a disability, may require special arrangements in order to meet the course requirements should contact the instructor as soon as possible to make any necessary arrangements. Students should present appropriate verification from Student Disability Services during the instructor’s office hours. TTUHSC EP Office of Academic and Disability Support Services, Hector Noriega, MA, Assistant Director for Academic and Disability Support Services, hector.noriega@ttuhsc.edu , 915-215-6018.

 

Religious Observances (TTUHSC EP HSCEP OP: 77.12, Religious Holy Day Observance and Need for Student Absence ( https://elpaso.ttuhsc.edu/opp/_documents/77/op7712.pdf )

 

"Religious holy day" means a holy day observed by a religion whose places of worship are exempt from property taxation under Texas Tax Code §11.20.A learner who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence. A learner who is absent from classes for the observance of a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence.

 

Instructor’s Expectations

You will be expected to log into the Canvas course regularly to be aware of possible announcements/reminders and to pace your progress in the course. Course participants are expected to maintain an online environment conducive to learning, which includes “netiquette” (Internet etiquette). The following site includes basic rules for Online Discussion Netiquette. Ensure that your e-mail messages, discussion board postings, and other electronic communications are thoughtful. Diverse opinions we welcome in this course. The following are prohibited:

  • making offensive remarks in e-mail or the discussion board
  • using inappropriate language or discussing inappropriate topics online
  • spamming
  • hacking,
  • using TTUHSC El Paso or Canvas e-mail or discussion board for commercial purposes
  • using all caps (considered shouting in online communications)
  • cyber-bullying or online harassment of any type

 

Communication Plan

  • You may expect a reply from the instructor within two business days.
  • Please use the Canvas course message tool or the TTUHSC El Paso email system for all communication.

 

Technical Difficulties

  • Online Help
  • Computer problems
  • Server problems
  • Lost/corrupt/disappeared files

 

Technical Support

  • TTUHSC EP Canvas/IT support

https://elpaso.ttuhsc.edu/som/curriculum/itresources.aspx

  • Contact Help Desk

https://elpaso.ttuhsc.edu/elpaso/it/institutional-technology-services/computer-support-services/contact.aspx

  • Hours and Contact Info

https://elpaso.ttuhsc.edu/elpaso/it/institutional-technology-services/computer-support-services/contact.aspx

 

Telephone

Call 915-215-4111

Option 1: Helpdesk
Option 2: Classroom Technology
Option 3: EMR

 

E-mail

Submit your question to  elp.helpdesk@ttuhsc.edu
Provide as much detail as possible.

 

Walk-in

CSB Basement, Rm B-08A
7:00 AM - 6:00 PM

MEB 2nd floor, Rm 2160
8:00 AM - 5:00 PM

 

IPE Course Contact Information:

 

Instructor: Karla Salamanca, MRC, CRC

Contact information: IPEfellow@pm.me

Office hours: By appointment

 

Support

Name/Family Name

E-mail

eLearning Innovation Team

(Lead Analysts)

Raul Alvarez Lopez, BS

Marco A. Rodriguez, MS, MEd

raul.alvarez@ttuhsc.edu 

marcoa.rodgriguez@ttuhsc.edu

Administrative Support

Consuelo Rosales, BS

 consuelo.rosales@ttuhsc.edu 

 

Disclosure

This syllabus is intended to give the participant guidance in what is covered during the IFDP 20 and will be followed as closely as possible. However, the OFD reserves the right to modify, supplement and make changes as the program needs arise or change.

 

Course Summary:

Date Details Due